TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based Approach
GOAL:To introduce students to critical-reading and critical-thinking skills, and their application to listening and reading and speaking and writing Lesson Title: Writing effective paragraphs Related Lessons: Lesson plan A and Lesson plan C Unit: Critical Analysis Skills for College Grade: 12
Standard Area: Language Arts
Standard 1: Students will read, write, listen, and speak for information and understanding.
As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information. ISTE NETS-S
Listening and reading skills and knowledge Attitudes
...listen and read for literary response involving comprehending, interpreting, and critiquing imaginative texts in every medium; draw on personal experiences and knowledge to understand the text; and recognize the social, historical and cultural features of the text. ...Speak and write for literary response involving presenting interpretations, analyses, and reactions to the content and language of a text; Speak and write for literary expression involving producing imaginative texts that use language and text structures that are inventive and often multilayered. …appreciate that critical analysis skills are helpful for the communication of research and personal information. …value the application of critical analysis skills to evaluate oral and verbal information.
ACTION
PREPARATION (20 min.)
Research
Have students watch an online video (“Writing Tips: Writing Paragraphs, Part 1”), followed by a whole class discussion about the use of the narrator's use of personal experience and historical information to present advice on paragraph writing.
Have students use Bloom’s Taxonomy Breakdown to write a 250-word critique of whether the writing video delivered what it promised in the title. Explain why or why not based on the Roles, Process Verbs, and Products given in the Taxonomy.
Learning Activities
Ask students to complete the General and Specific Sentences, Identifying Topics, and Looking for Primary Patterns online practice exercises. Then, students will form small groups to create an outline for a promotional video that describes the Critical Analysis Skills for College After School Program that should be geared toward an audience of their peers, parents, and teachers. The draft will be submitted via Google Docs.
EVALUATION (10 min.)
Evaluate student learning by asking thoughtful questions that elicit meaningful student responses.
Notes: Students will be allowed to form their own small groups unless the instructor has a reason to intervene. Students will use their individual school-assigned Docs portfolio and Web 2.0 credentials to participate and perform activities in which these are required.
MONITOR Ongoing assessment(s): Review student work products submitted via Docs. Accommodations and extensions: Allow students to continue to collaborate on and develop work products outside of the class meetings. Email can be used for questions and answers. EVALUATE AND EXTEND Lesson reflections and notes: Provide written and verbal feedback.
Lesson Plan B
TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based ApproachGOAL: To introduce students to critical-reading and critical-thinking skills, and their application to listening and reading and speaking and writing
Lesson Title: Writing effective paragraphs
Related Lessons: Lesson plan A and Lesson plan C
Unit: Critical Analysis Skills for College
Grade: 12
Standard Area: Language Arts
Standard 1: Students will read, write, listen, and speak for information and understanding.As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
ISTE NETS-S
COMPETENCIES
Attitudes
...Speak and write for literary response involving presenting interpretations, analyses, and reactions to the content and language of a text; Speak and write for literary expression involving producing imaginative texts that use language and text structures that are inventive and often multilayered.
…appreciate that critical analysis skills are helpful for the communication of research and personal information.
…value the application of critical analysis skills to evaluate oral and verbal information.
MONITOR
Ongoing assessment(s): Review student work products submitted via Docs.
Accommodations and extensions: Allow students to continue to collaborate on and develop work products outside of the class meetings. Email can be used for questions and answers.
EVALUATE AND EXTEND
Lesson reflections and notes: Provide written and verbal feedback.